NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1130218
Record Type: Journal
Publication Date: 2017-Mar
Pages: 35
Abstractor: As Provided
ISSN: ISSN-0023-8333
Using Evidence in L2 Argumentative Writing: A Longitudinal Case Study across High School and University
Kibler, Amanda K.; Hardigree, Christine
Language Learning, v67 n1 p75-109 Mar 2017
This 8-year longitudinal case study of Fabiola, a Spanish-English bilingual, investigated her argumentative writing development, focusing on her use of evidence to support and develop arguments over time from high school through university. Data sources included 36 writing samples. Texts across grade levels and course types were analyzed to determine changes in evidential types (quotations and paraphrases), evidential functions, and reporting verbs used to introduce evidence. Interview transcripts were analyzed to identify Fabiola's changing perspectives on use of evidence in argumentative writing. Evidentials were found to vary according to course type, but more dramatic changes (in type, function, and range of reporting verbs used) were found over time as language proficiency and writing expertise developed, providing longitudinal support for other studies that have examined writers at only one point in time.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A